82
Entrepreneurial behavior
Description input and
recommendations, easy to socialize, work
together and direct other people.
Honesty Behavior which is based
on some efforts to make himherself as a
trustworthy person concerning hisher
words, actions, and works.
Discipline Behavior showing
discipline and obedience to rules and regulations.
Hard Working Behavior showing
serious efforts in accomplishing a job and
resolving obstacles.
Cooperation Behavior based on some
efforts to make someone’s self able to
build relationship with others in accomplishing
their job.
Innovation Ability to apply creativity
in order to solve problems and to seize
opportunity to enhance and to enrich life.
Responsibility Someone’s attitude and
behavior of willingness and capability to do their
job and duties.
Perseverance Someone’s attitude and
behavior of not giving up easily achieving
particular goal using various alternatives.
Communication Action showing
willingness to talk to others, socialize and
work together.
The last pillar would be innovation. In a long run, life standard can be enhanced only
by innovation 26. Innovation is important for economy 27; 28; 29; 26. Dyer, et al.
30 explains that innovative entrepreneur tends to actively inquire, to observe, to
experiment, and to build network with various people. Entrepreneurs who apply
entrepreneurial behavior would have four distinct behavioral patterns compared to
their counterpart. Entrepreneurs would put forward
challenging questions.
Entrepreneurs would spend their time intensively to observe the world around
them just to find some new ideas. Entrepreneurs would be intent in testing
their ideas to different market background and perspectives.
The assumption of development of productive
entrepreneurship learning
model for Gastronomy Vocational Schools is that the formation of entrepreneurial
behavior requires
learning condition
enabling students to carry out some exploration,
to comprehend
and to
independently implement entrepreneurial value and attitude within working situation.
This situation functions as integration media between hard skill and entrepreneur
skill. The entrepreneurial behavior mastery should be followed by feedback and
support. Positive habit training would shape positive habit and behavior as well.
3. Method of the Research
This research uses procedure of RD research and development approach. The
main element of this model is the implementation
of entrepreneurship
learning integrated
with productive
learning applied with project based learning and active learning. The development of
productive entrepreneurship
learning model for Gastronomy Vocational Schools
uses Plomp
’s approach 199731. Common model of problem solving in
education is mentioned above consists of preliminary investigation phase, design
phase, realization or construction phase, test, evaluation, and revision phase, and
implementation phase. This research is conducted in SMK Negeri 1 Sewon
Yogyakarta and the subject is students grade XI of gastronomy department, in the
continental food preparation class. This research is analyzed using descriptive
statistic.
83
4. Result and Analysis
4.1 Peer Evaluation on Behavior
In this part, students’ mastery on
entrepreneurial behavior is observed by their peers during learning process. Peer
evaluation is an objective evaluation which comes from the students’ partners from the
same group. This evaluation is conducted after productive entrepreneurship class is
accomplished.
Peer evaluation on entrepreneurial behavior is conducted in five iterations
during continental food preparation class in SMKN
1 Sewon.
The changes
of entrepreneurial behavior appear in every
meeting. Following is general data on the application of productive entrepreneurship
learning method in gastronomy vocational school.
Table 2. Evaluation
of students’
entrepreneurial behavior
in continental food preparation class.
Entrepre neuri-al
steps Behavior
Medi an
Me an
Stde v
Exploration Creativity
2.74 2.69 0.11
Innovation 2.8 2.77
0.09 Independen
ce 2.77 2.79
0.07 Responsibili
ty 3.03 3.04
0.05 Honesty
2.79 2.82 0.11
Business plan
Leadership 2.79 2.79
0.05
Facilitation Perseveranc
e 2.88 2.84
0.08 Honesty
2.86 2.87 0.05
Responsibili ty
3.02 3
0.12 Discipline
2.95 2.93 0.08
Cooperation 3 3.03
0.07
Execution Orientation
to action 2.73 2.71
0.06 Discipline
2.89 2.88 0.09
Cooperation 2.97 2.98
0.04 Innovation
2.77 2.83 0.1
Honesty 2.98 2.94
0.09 Hard work
2.68 2.72 0.09
Responsible 2.91 2.91
0.03 Communica
tion 3.03 3.01
0.12 Willingness
to take a risk
2.77 2.79 0.09
Entrepre neuri-al
steps Behavior
Medi an
Me an
Stde v
Independen ce
2.81 2.84 0.08
Result Evaluation
1.41 1.49 0.16
Reflection 1.34 1.44
0.24
The changes
in the students’ entrepreneurial behavior happen because
there are some changes in the projects they have
to conduct
in each
meeting customized to basic competence as the
target of competence mastery. It depends on the difficulty level of the projects they
have to
accomplish. Entrepreneurial
behavior changes in SMKN 1 Sewon students show positive trend table 1.
Students are involved to assess behavior mastery occurring to their partners.
Behavior mastery based on the peer evaluation in the phase of exploration
implemented in the exploration phase during continental food preparation class
can be seen in picture 1. In the exploration phase
the behaviors
emerging are:
responsibly, honesty,
independence, innovation and creativity. It can be seen
that responsibility get the highest score with mean of 3.04 whereas creativity
mastery’s mean is2.69.
Figure 1. Mastery of students’
entrepreneurial behavior in the exploration phase.
If we take a look at the five behaviors observed, it can be seen that the
development of entrepreneurial behavior mastered by the students in this exploration
phase experiences some fluctuation. Based on that picture, it can be concluded that
entrepreneurial
behavior emerges
differently in each phase. In the exploration phase, it is responsibility that they master
0.5 1
1.5 2
2.5 3
3.5
Kreatif Inovatif
Mandiri Tanggung
jawab Jujur
eksplorasi P1
P2 P3
P4 P5
84
best, followed by honesty, independence, innovation, and creativity respectively.
Peer evaluation on students’ behavior shows that leadership is a dominant aspect
appearing in business planning phase. Leadership is self-directed process to give
instruction or to influence others in a group in accomplishing some duties.
Figure 2. Students’ mastery on
entrepreneurial behavior in the phase of business planning.
Further, in each phase students shows the tendency toward positive
direction.
Figure 3. Students’ mastery on
entrepreneurial behavior in the facilitation phase.
Figure 3 shows the profile of students’ entrepreneurial behavior changes.
Eventhough there is some fluctuation in the behavior changes in the facilitation phase, in
general students ’ entrepreneurial behavior
in the facilitation phase of entrepreneur process grows toward positive direction.
Figure 4. Students’ mastery on
entrepreneurial behavior in the execution phase.
During execution
phase, entrepreneurial behavior mastered by the
students are: orientation to action mean 2.71; discipline mean 2.88; cooperation
mean 2.98; innovation mean 2.83; honesty mean 2,97; hard work mean
2,72;
responsibility mean
2.91; communication mean 3.01; willingness to
take a risk mean 2.79; and independence mean2.84. If we take a look at behavior
mastery in this phase, it can be seen that there are various behaviors with a very
fluctuating change. .
Figure 5. Students’ mastery on
entrepreneurial behavior in the result phase.
n the result’ phase of entrepreneur process, we can see evaluation and
reflection behaviors.
Description of
reflection and evaluation behaviors is the least frequent among studentsregarding
entrepreneurial behavior. However after UKD is accomplished,
the target of students’ learning and projects have been totally
accomplished. This phase is strengthened with final assessment from the teachers.
In short, st udents’ mastery on
entrepreneurial behaviors obtained from peer evaluation in SMKN 1SewonBantulcan
be grouped as what presented in table 3.
2.734 2.750
2.789 2.812
2.852 2.700
2.750 2.800
2.850 2.900
1 2
3 4
5 6
meeting
2.5 2.6
2.7 2.8
2.9 3
3.1 3.2
3.3
Ulet Jujur
Tanggung jawab
Disiplin Kerjasama
fasilitasi P1
P2 P3
P4 P5
1 2
3 4
O ri
e n
ta si
… D
is ip
li n
Ke rja
sa m
a In
o v
a ti
f Ju
ju r
Ke rja
k e
ra s
T a
n g
g u
n g
… Ko
m u
n ik
a si
B e
ran i …
M a
n d
ir i
P1 P2
P3 P4
P5
1 2
Evaluasi Refleksi
P1 P2
P3 P4
85
Table 3. Classification of students’ mastery
on entrepreneurial behaviors in SMKN 1 Sewon.
No Classification of
students’ mastery on entrepreneurial
behaviors in SMKN 1 Sewon.
f f
1 Poor
2 1.3
2 Fair
22 13.8
3 Good
117 73.1
4 Very good
19 11.9
Total 160 100.0
The formation of entrepreneurial behaviors requires particular condition
which enables
students to
explore, understand as well as independently utilize
their entrepreneurial value and attitude in working situation. The situation functions as
integration media between hard skill and entrepreneurial
skills. Mastery
on entrepreneurial
behaviors should
be followed by feedback and support. Positive
habit training would shape positive habit and behaviors as well.
In the
extended test
upon productive
entrepreneurship learning
model in gastronomy vocational school, some entrepreneurial behaviors can be
observed and inter-assessed among the students. Those behaviors have a great
variety and consist of creativity, innovation, independence, responsibility, and honesty.
Subsequently, entrepreneurial behaviors emerging during business planning phase is
leadership.
During facilitation
phase perseverance,
honesty, responsibility,
discipline, and cooperation are observed. During execution phase the observed ones
are orientation
to action,
discipline, cooperation, innovation, honesty, hard
work, responsibility,
communication, willingness
to take
a risk,
and independence. Result phase is related to
evaluation and reflection. Responsibility gets the highest rank
during UKD. The second is honesty. Honesty is an important element that has to be
instilled during learning process. It is because honesty is an important aspect that
every student has to possess. The third is cooperation. It is a behavior underlined by
an effort to make someone’s self enable to build relation with others in the action and
work. Cooperation
can also
become motivation in doing some given tasks in
good and proper way. Discipline is a behavior showing order and obedience to
rules and regulations. In the extended class test UKD students carry out some projects
that have previously been agreed by the students and teachers.
Independence is behavior of not easily depending on others in doing their job.
Innovation is behavior showing ability to apply creativity in order to solve problems
and to seize opportunity to improve and enrich life. Creativity is a picture of behavior
to create something new by adding some value admitted by the consumers of their
product. The emergence of creativity communally increases in every phase
whereas reflection and evaluation are least frequent
behaviors among
students ’
entrepreneurial behaviors. However, when UKD is done, students
’ learning and project targets have all been an accomplished. The
result’ phase of entrepreneurs is strengthened by final assessment from the
teachers. Entrepreneurial behavior changes can also be observed in each phase of
entrepreneur process.
5. Conclusion
There are three results of model test upon extended group UKD regarding
students entrepreneurial behaviors in the field testing conducted in SMKN 1 Sewon
Bantul Yogyakarta. 1 Behaviors observed in the implementation of entrepreneur
process
integrated in
gastronomy production class in the continental food
preparation class include: exploration, business planning, facilitation, execution,
and result. 2 In early phase, classically, the behaviors appearing most obviously are
responsibility,
innovation, honesty,
independence, creativity,
leadership, perseverance,
discipline, cooperation,
willingness to take a risk, independence, and communication 3 There is significant
improvement resulting from continuous repetition in each behavior observed and
the average of students entrepreneurial behavior can be classified in good category.
86
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88
THE DEVELOPMENT OF LEARNING MODEL OF WEB PROGRAMMING COURSE WITH PROJECT BASED LEARNING
Mustari
Engineering Faculty, Makassar State University, Makassar mustarilamadagmail.com
Abstract
The purpose of this research is to develop a project based learning model on web programming course PBL-Web. Specifically this study aims to remedy find web programming
model of project based learning PBL-Web. In order to achieve the objectives and targets set, this study is development of web programming model of learning in the context of Project Based
Learning will be done using the R and D development model developed by Borg Gall. R D approach is to verify and assess various models of learning in teaching and learning in education
institutions, including web programming model of project based learning PBL-site which will be developed in this research. Project-based learning is learning by implementing a project to
improve the creativity of learners to produce a real workreal end product. Project-based learning in a course web programming is a constructive elearning approach to deepening
project-based learning approach to real and relevant issues in the field web programming. Relevance learning web programming with Web programming model of the projectis in need of
real life examples in the form of web products, requiring programming skills, requiring the ability to think logically and problem-solving abilities. Project-based learning is very well
developed web programming for field studies because 1 the final product web; 2 learners acquire useful knowledge to solve
problems
independently; 3 can learn actively and independently; 4 capable of critical thinking, and develop initiatives.
Key Words: Web Programming, Learning, Project Based Introduction
Efforts to improve the quality of education is a continuous process under-
taken and sustained. Improving the quality of learning meant that the national
education goals can be achieved with either. Various attempts were made by the
government to improve the quality of national education. These include efforts
through the development and refinement of curriculum,
evaluation system
improvements, infrastructure
improvements and the development of educational materials and learning model.
Learning web programming course is one of the things that deserve attention,
especially the development of learning models.
The importance
of learning
development courses web programming because this area is one area that has a very
large role
in the
development of
Information Technology IT. Information Technology is a field that is
currently used in various sectors of life. IT is an absolute skill for without mastery of IT
people of Indonesia will be excluded from global competition. The web programming
course one area that has a very large role in the development of IT. It is undeniable that
the development of IT in todays world, it is supported by the large role that the Internet
sector where websites including the most popular Internet applications nowadays.
Therefore learning web programming is an important thing to be studied.
The Web programming model of learning should be through a real example.
A concrete example is in learning web programming this is a product. One model
of learning that emphasizes a product is a project based learning. Project based
learning PBL focuses on the role of students in the learning process as well as a
product at the end of the lesson.
89
Studies on the development of project- based learning in a course on web
programming course
Information Engineering and Computer Education is
very important to be done in order to improve
student achievement
and competence, applying oriented learning in
the real world of work so as to improve the quality of learning in the field of technology
and informatics.
Concepts and Learning Approach
Education is a human effort to produce the cultural continuity of the life of every
generation. Every pluralistic nation always prepare citizens become educated citizens
for the benefit continuity of generations. Human beings are creatures who deals with
the education of socalled animal and animal educandumaducandus the man as being
educated as well as being educational. [10]
Education is a conscious and deliberate effort to create an atmosphere of learning
and the learning process so that learners are actively developing the potential for him to
gain spiritual strength of religious, self- control, personality, intelligence, noble
character and skills required. Therefore, education can be interpreted as an attempt
to change the behavior of students in order to
become a
man who
can live
independently in
the community
as members of the surrounding natural
environment [1]. Education is not only about the
environment only intellectual but also personality development of the students as
a whole. Therefore, a theory of education isneeded in order to build the world of
education. That education is the key assumptions : 1 education stems from the
actual condition of individual learning and the learning environment; 2 normative
education means education is focused on the things that are good; 3 education is a
process of achieving goals and a series of activities that begins with the actual
condition of the individual who learns to achieve the expected goals [1].
Therefore, please note the link between education
and learning.
Teaching is
essentially a process which is the process of arranging , organizing neighborhood, which
raised the interest of the students to learn. Teaching can also be interpreted as an effort
to help someone to learn something. Based on the above it can be concluded that
the essence of education is an effort that is done in a planned and systematic way to
change the behavior of human learners be able to live independently in the community
and the surrounding environment by providing
the knowledge,
experience, understanding thoroughly.
Characteristics of project-based learning
In contrast to traditional learning models are generally characterized by short
duration classroom practice, isolated, and lecturer-centered
learning activities,
project-based learning model or PBL more emphasis on learning a relatively long
duration, holistic interdisciplinary, student centered, and practices and integrated with
real world issues . In project-based learning PBL, students learn in the real problem,
which can deliver permanent knowledge. PBL is a model that can organize projects in
learning [11].
PBL is a tool that can provide power to the students understand precisely what
they are learning. To succeed in PBL, collaborative process in group work is
emphasized [9]. Will provide a collaborative learning environment in which students
work together with both the teacher and the student members of other groups to achieve
certain goals as a project goal [12].
Project-based learning PBL can be prepared
in collaboration
with the
instructor, while student learning in collaborative groups between 4-5 people.
When students work in teams, they find the skills to plan, organize, negotiate , and make
an agreement on the issues that task will be done, who is responsible for each task , and
how the information will be collected and presented [5]. The skills that have been
identified by these students is a skill that is very important for the success of his life ,
and as labor is a very important skill in the workplace. Due to the nature of work is a
collaborative
project, the
ongoing development of these skills among learners.
Characteristics of PBL include topics, tasks, roles played by students, the context
in which the project work done. Project Based Learning involves real-life challenges
90
[4]. PBL can change the nature of the relationship between professor and student
teachers. Project may reduce competition in the classroom and directing students more
collaborative than working individually.
Project Based Learning has some advantages [5]. These advantages include
1 increase motivation. 2 improve the ability of solving the problem, 3 increase
collaborative skills4 improve the skills of managing
resources. Learning
Project implemented either give to students
learning and practice in organizing the project, and make the allocation of time and
other resources such as equipment to complete the task.
Advantage of Project Based Learning are as follows: 1 Increase motivation.
Several reports on the project said many students exceeded the time limit due to
preoccupation discuss projects they are working on , trying hard to achieve the
project. 2 Improve the ability of solving the problem . Research on the development
of high-level cognitive skills of students stressed the need for students to engage in
problem-solving tasks and the need for specialized learning on how to find and
solve
the problem.
3 Increase
collaborative skills. The importance of group work in a project requiring students
and practicing it expands working group cooperative
communication skills,
evaluation of
students, exchange
of information online is a collaborative aspects
of a project. 4 Improve resource management skills. Learning Project is
implemented either give to students learning and practice in organizing the
project, and make the allocation of time and other resources such as equipment to
complete the task [7].
Thus far different project -based learning with hands-on learning with
traditional background. Direct learning is one of the variations of alternative learning
methods that are dominated by teachers. Direct instruction is designed to develop the
knowledge centered teaching. Therefore, project-based learning PBL is different
from traditional learning.
Discussion Characteristics
of Web
Programming Course
Courses web programming is a subject that studies about how to make a web. To
find out how to make a web, a student must know the web programming languagesand
software support in making a web. The initial step is to know web programming
languages involved in web programming such as HTML, XML, XHTML, CSS, Javascript,
Ajax,
PHP, JQuery,
and others.
In Web Programming course, students are given materials about creating dynamic
websites. The materials of web programming will
include installation and configuration of the web application server and data base
server, Server Side Scripting using PHP, MySQL database access, AJAX technology,
and includes a website that has been made during the lecture to web hosting. By
followingthis course, students are expected to provide solutions to the needs ofa
dynamic website.
There are several components that are studied in a web programming course [3]:
1. HTML Hypertext Markup Language HTMLis a markup language that web
structures. Students can learn HTML usingn otepad and a browser. Students type in
HTML code in notepad, then save it in html format and a file that is opened will be
displayed in the browser.
2. CSS Cascading Style Sheet CSS is a web component that makes an
interesting web interface. The analogy to HTML as the bones functioning as a
structure of the human body, and CSSCascading Style Sheet described as
human flesh [Duken]. CSSCascading Style Sheets which gave the presentation and
appearance of the people who saw from the web that are made.
3. Dynamic Programming There
are several
dynamic programming can be done on the internet,
The programming languages are PHP, ASP, Python, and many others. The most widely
used is PHP. PHP also has a lot of documentation, so that if a student difficulty
in making programs, can see that many sources on the internet. Programming
91
languages such as CC++, Visual Basic, C, actually canbe used.
4. Data Storage Data storage is aplace that is used to
store data on the web is made, either the user data, passwords, credit card data,
shopping list, the data value of college, and others. There are many applications of data
storage, such as MySQL, PostgreSQL, Oracle, etc. MySQL is the DBMS that is often used.
But many other DBMS applications, DBM Stypically uses one language to access, SQL.
SQLstructured query language is a language that is used for data management
in a DBMS.
Web programming is one of the principal subjects of the study program
PTIK in Indonesia. The purpose of this course is web programming: 1 provide
insight and knowledge to the students in developing web applications in depth,
critical
and systematic;
2 provide
knowledge about the characteristics and the basic principles of a website.
Then implementation of this course, the student is expected to: 1 have an
understanding of various programming techniques and programming languages are
available and can choose the appropriate design for a web application; 2 able to
demonstrate the ability to design and implement a web maintenance; 3 be able
to use the language of web designing HTML and JavaScript and other programming
languages; 4 to design and implement a web application server by using one or
more appropriate technology; 5 have the knowledge to analyze and critically evaluate
Web
applications; 6
have an
understanding of web protocols is a critical and systematic [8].
Relevance PBL with web programming course
When linked with the project-based learning model for web programming
courses are very relevant to the PBL models described in the previous section. This can
be described in the following table with the relevance of PBL web programming courses.
Table 1: Relevance Project Based Learning with Web Programming Course
Interconection
W e
b P
ro g
r a
m m
in g
C o
u r
se
Creatinga complex
script and links
Problem solving
Complex
P r
o jek
B a
se d
l e
a r
ni n
g
Requires strong
logical thinking
Making the web for
various fields
Interdisipliner
Produce web design
The Real Product
Autentic tasks Emphassis on
time management
Program design
requires creativity
The role of the lecturer as a
resource provider
Teaching a web programming course has the potential to make a project-based
learning experience more interesting for students.
Students who
driven web
programming course more active on their own initiative to make the web design,
teacher or instructor position behind evaluating web projects created by the
students.
Some issues related to project-based learning are 1 the students acquire basic
knowledge useful for solving the problems encountered in the field; 2 to learn
actively and independently; 3 capable of critical thinking, and develop initiatives.
Therefore, the application of this model of learning in the field of computers and
informatics
learning can
provide opportunities to improve the quality of
learning in the field. Web projects created by students can
be either web planning process, the determination
of the
programming language, programming algorithm solving.
But in order for a web project created to meet the learning criterion then a web
92
project should create a new understanding of the basics of web programming and web-
making skills
for students.
Approach in a production model that is implemented
in web
creation web
programming course by producing a real project that is a web. By using the Sharan
models [7] then there are several stages in the
project-based learning
web programming. These stages is to determine
the topic of the web, web planning, collecting data and syntax, making web
design and discuss the results achieved with other colleagues.
Conclusion
Studies on PBL showed an in crease in programming:
motivation of
learners, problem-solving skills, communication skills
and teamwork, knowledge, and capacity to learn independence. Implementation of
project-based learning
involves the
development of the divide of understanding identifying user needs, articulating and
classifying core competency are as of programming,
and designing
web programming
experience project-based
learning through an interactive process in bringing together the core competencies
and map the experience based on the users needs.
The results of the study of web-based learning project showed learning web
programming with Web programming model of the project is in need of real life
examples in the form of web products, requiring programming skills, requiring the
ability to think logically and problem- solving abilities. Project-based learning is
very well developed web programming for field studies because 1 the final product
web; 2 learners acquire useful knowledge to solve problems independently; 3 can
learn actively and independently; 4 capable of critical thinking, and develop
initiatives.
A
CKNOWLEDGMENT
My thank share extended to Mr. Herman Dwi Surjono, Ph.D, Mr. Dr. Rais for the
guidance so that this paper can be made, the Steering
Committee and
Organizing Committee of ICVET 2014 has been made to
create a discussion forum on vocational education. Friends and colleagues at UNM
and UNY who have helped, opened my mind, so I can make writing about PBL and
Web Programming. I urge my colleague story using the PBL method in teaching a
variety
of science
fields we
using respectively while continuing to correct the
PBL models and hopefully the better models in the future.
R
EFERENCES
[1] Anonim, 2004, Higher Education Long Term Strategy HELTS 2003-2010.
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94
ENTREPRENEURSHIPINTEGRATION IN PRODUCTIVE CULINARY LEARNING Kokom Komariah
Departement Culinary and Fashion Education, Faculty of Engenering Yogyakarta State University
kokom.unyac.id
Abstract
Entrepreneurship is one solution to solve the problem of employment and improve society economy. The Colleges who manages teaching vocational education TVET, has the duty
to provide a solution. One of the solution is to integrated entrepreneurship knowledge in teaching. The purpose of this paper is to 1 identify the values of entrepreneurship competencies
that can be integrated to leaning; and 2 alternative for integrating entrepreneurship in culinary learning. The entrepreneur competencies value that predicted can be integrated are: Utilize our
potential for entrepreneurship, analyze business opportunities, applying management principles, applying the skills of service, apply production skills, culinary product marketing
activities. Alternative integration of entrepreneurship through the preparation of syllabi, choosing a strategy that allows students to be actively involved through the experience, and
conduct evaluations that give feed back to learners for the learning outcomes that they have achieved.
Keywords : entrepreneurship integration, productive culinary learning
1. Background Issues
